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The Effects of a Credit Course in Bibliographic Instruction
Abstract
A Study of the effects of a one-hour credit course in bibliographic instruction on students' attitudes and library skills compared their scores on an attitudinal survey and objective skills test administered at the first and last classes. Improvement was found in both areas. A copy of the skills test is appended. (2 references) (MES)
... Pre-and post-tests may be used as standalone tools or as part of a larger assessment. Researchers at East Carolina University successfully used the same 40 questions as both a pre-test and a final exam to assess student learning in a 1-credit course (Langley 1987). More recently at Central Missouri State University, an anonymous and optional pre-test was used to acquire an initial snapshot of student information literacy skills in a credit course. ...
To provide systematic assessment of a 3-credit, full-semester information literacy course at the University of Rhode Island, the library instruction faculty adapted the Bay Area Community College Information Competency Proficiency Exam to determine how well the students learned the material taught in the course and how well that material reflected the ACRL Information Literacy Competency Standards for Higher Education.
... Library credit courses have long been offered at colleges and universities (Selegean, Thomas, & Richman, 1983; Hales & Catlett, 1984 ). Early research indicated that library credit courses had a positive impact on GPA and retention (Selegean et al., 1983), and improved " both library skills and attitudes toward the academic library " (Langley, 1987, p. 5). In 1995reported on the development of a library research course for graduate students in a Criminal Justice program . ...
Scholars in Criminal Justice have argued that students should have a stand-alone course that focuses on fostering library literacy skills for Criminal Justice students in order to improve their writing, research, and presentation skills. In 2011, a required information literacy course was implemented in one Criminal Justice program to meet this need. Building on the existing literature, the current study is the first to explore student perceptions of a required information literacy course. The results offer valuable information on how to strengthen the course moving forward and can provide useful suggestions to other Criminal Justice programs thinking about instituting a library literacy course in their curriculum.
Using a pre-test and post-test, all students enrolled in LIS 1600, Information Resources were evaluated on their library research skills. The purpose was to determine the improvement in test score on completion of the course. A newly revised university studies course was taught the first time in fall of 1996 and spring of 1997. Library Services faculty aimed to assess the effort to impart information literacy skills to freshmen students. Results of the study are reported.
Objective The objective of this systematic review was to assess which library instruction methods are most effective for improving the information skills of students at an introductory, undergraduate level, using cognitive outcomes (measuring changes in knowledge). The study sought to address the following questions: 1) What is the overall state of research on this topic? 2) Which teaching methods are more effective?
Methods This project utilised systematic review methodology. Researchers searched fifteen databases and retrieved 4,356 potentially relevant citations. They reviewed the titles and abstracts for relevance, and of those, 257 complete articles were considered in-depth using a predetermined inclusion/exclusion form. There were 122 unique studies that met the inclusion criteria and were subjected to an extensive data extraction and critical appraisal process. Of these studies, 55 met author‐defined quality criteria to provide information on the effectiveness of different teaching methods. From this review there was a final group of 16 studies with sufficient information to enable meta-analyses and calculations of standardized mean differences.
Results The overwhelming majority of studies were conducted in the United States (88%). Experimental or quasi-experimental research methods were used in 79 studies (65%). Teaching methods used in the studies varied, with the majority focused on traditional methods of teaching, followed by computer assisted instruction (CAI), and self‐directed independent learning (SDIL). Studies measured outcomes that correlated with Bloom’s lower levels of learning (‘Remember’, ‘Understand’, ‘Apply’). Sixteen studies compared traditional instruction (TI) with no instruction, and twelve of those found a positive outcome. Meta-analysis of the data from 4 of these studies agreed with the positive conclusions favouring TI. Fourteen studies compared CAI with traditional instruction (TI), and 9 of these showed a neutral result. Meta-analysis of 8 of these studies agreed with this neutral result. Another group of 6 studies compared SDIL with no instruction, and meta-analysis of 5 of these agreed that the result was positive in favour of SDIL.
Conclusion Based on the results of the meta-analysis, there is sufficient evidence to suggest that CAI is as effective as TI. Evidence also suggests that both TI and SDIL are more effective than no instruction. Additional comparative research needs to be done across different teaching methods. Studies comparing active learning (AL), CAI, and SDIL would greatly enrich the research literature. Further studies utilizing appropriate methodologies and validated research tools would enrich our evidence base, and contribute to the growth of knowledge about effectiveness of particular teaching methods.
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